FULL NAMES:
STUDENT NUMBER:
UNIQUE NUMBER: 534162
MODULE CODE: TMN3702
MODULE NAME: TEACHING HOME LANGUAGE IN THE
INTERMEDIATE PHASE
ASSIGNMENT: 03
DUE DATE: 31 JULY 2025
, QUESTION 1: TEACHNG READING AND VIEWING
1.1 The bottom-up and top-down approaches to reading describe two ways learners can
process and make sense of a written text. The bottom-up approach begins with the
smallest units of language, such as letters and sounds, and moves towards larger
structures like words, sentences, and paragraphs. This method focuses heavily on
decoding and phonics, where learners build their understanding of the text through
recognition of word patterns and sound-symbol relationships. In contrast, the top-down
approach begins with the learner’s prior knowledge, expectations, and experiences,
which are used to interpret and predict the meaning of the text. Instead of focusing only
on the words, learners make inferences and connections based on context, visuals, and
their background knowledge. The two approaches differ mainly in their starting points—
bottom-up starts with the print, while top-down starts with the reader’s knowledge
(TMN3702 Study Guide, 2020:64).
1.2 In a Grade 4 classroom, a bottom-up activity might involve a phonics lesson where
learners practise blending sounds to read new words, for example, “sh” + “op” = “shop.”
This helps them become more confident readers as they master decoding. On the other
hand, a top-down example would be using a picture book to activate prior knowledge.
The teacher might show learners the cover of a story titled “The Lost Puppy” and ask
them what they think the story is about, drawing from their experiences with pets or
being lost. This top-down method sets the stage for prediction and personal
engagement with the text (TMN3702 Study Guide, 2020:64–65).
1.3.1 Pre-reading Activity
a) Before reading a short story titled The Secret in the Garden, I would ask learners to
look at a few pictures from the story that show key scenes like a locked gate, an
overgrown path, and a child holding a key. I would then ask guiding questions such as,
“What do you think the child found in the garden?” and “Why do you think the gate was
locked?” Learners would be asked to write one sentence predicting what the story is
about, and then share it with a partner. This approach draws learners into the story
before even reading a single word and encourages imagination and participation.
STUDENT NUMBER:
UNIQUE NUMBER: 534162
MODULE CODE: TMN3702
MODULE NAME: TEACHING HOME LANGUAGE IN THE
INTERMEDIATE PHASE
ASSIGNMENT: 03
DUE DATE: 31 JULY 2025
, QUESTION 1: TEACHNG READING AND VIEWING
1.1 The bottom-up and top-down approaches to reading describe two ways learners can
process and make sense of a written text. The bottom-up approach begins with the
smallest units of language, such as letters and sounds, and moves towards larger
structures like words, sentences, and paragraphs. This method focuses heavily on
decoding and phonics, where learners build their understanding of the text through
recognition of word patterns and sound-symbol relationships. In contrast, the top-down
approach begins with the learner’s prior knowledge, expectations, and experiences,
which are used to interpret and predict the meaning of the text. Instead of focusing only
on the words, learners make inferences and connections based on context, visuals, and
their background knowledge. The two approaches differ mainly in their starting points—
bottom-up starts with the print, while top-down starts with the reader’s knowledge
(TMN3702 Study Guide, 2020:64).
1.2 In a Grade 4 classroom, a bottom-up activity might involve a phonics lesson where
learners practise blending sounds to read new words, for example, “sh” + “op” = “shop.”
This helps them become more confident readers as they master decoding. On the other
hand, a top-down example would be using a picture book to activate prior knowledge.
The teacher might show learners the cover of a story titled “The Lost Puppy” and ask
them what they think the story is about, drawing from their experiences with pets or
being lost. This top-down method sets the stage for prediction and personal
engagement with the text (TMN3702 Study Guide, 2020:64–65).
1.3.1 Pre-reading Activity
a) Before reading a short story titled The Secret in the Garden, I would ask learners to
look at a few pictures from the story that show key scenes like a locked gate, an
overgrown path, and a child holding a key. I would then ask guiding questions such as,
“What do you think the child found in the garden?” and “Why do you think the gate was
locked?” Learners would be asked to write one sentence predicting what the story is
about, and then share it with a partner. This approach draws learners into the story
before even reading a single word and encourages imagination and participation.
